Preschoolers Reduce Inequality While Favoring Individuals With More. Issue 3 (6th December 2013)

• Record Type: Journal Article
• Authors: Li, Vivian; Spitzer, Brian; Olson, Kristina R.
• Is Part Of: Child development. Volume 85:Issue 3(2014)
• Page Start: 1123
• Page End: 1133
• Publication Date: 2013-12-06
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12198
• Languages: English
• ISSNs: 0009-3920

Abstract

<abstract abstract-type="main" id="cdev12198-abs-0001"> <title> <x xml:space="preserve">Abstract</x> </title> <p>Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses—minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (<italic>N</italic> = 37) and 1b (<italic>N</italic> = 38), 4‐ and 5‐year‐olds allocated a resource to a disadvantaged recipient, but judged advantaged recipients more positively. In Studies <xref ref-type="link" rid="cdev12198-sec-0017" /> (<italic>N</italic> = 38) and <xref ref-type="link" rid="cdev12198-sec-0023" /> (<italic>N</italic> = 74), a delay occurred between seeing the inequality and allocating resources, or stating a preference, during which time participants forgot who was initially more advantaged. Children then favored advantaged recipients on the preference and resource allocation measures, suggesting an implicit "affective tagging" mechanism drives the tendency to favor the advantaged. In contrast, reducing inequalities through resource allocation appears to require explicit reasoning.</p> </abstract>